RESUMEN DEL TEMA 25 DE LA ESPECIALIDAD DE MAESTROS DE INGLÉS DE PRIMARIA
Contents:
1.- Introduction
2.- Child centred approach in the teaching learning English process
2.1.- Individual differences in the learning process
2.1.a.- Differences in personal development
2.1.b.- Cognitive styles
2.1.c.- Personal conditions
2.2.- Individual differences when learning a second language
2.2.a.- Language acquisition
2.2.b.- Second language acquisition
2.3.- Influence of these differences in the teaching process
2.3.a.- Teacher’s attitude
2.3.b.- Teaching program
3.- Motivation and attitude towards learning a foreign language
3.1.- Importance of motivation and attitude in second language learning.
3.2.- Practical considerations to keep motivation
3.2.a.- Individual differences
3.2.b.- Global approach
3.2.c.- Teaching program
3.2.d.- Teacher’s role
3.2.e.- Classroom management
3.2.f.- Teacher-parents communication
4.- Conclusion
5.- Bibliography
1.- Introduction
Individual differences when learning is a condition of human beings. Children, teenagers and adults are different in preferences towards several contents, in levels of effort and attention towards different tasks, in speed when transferring knowledge from one area to another or in the amount of repetitions needed in order to consolidate new concepts or skills.
Traditionally, school has tackled some of these differences, mainly those related to learning processes. But less attention has been focused on motivation and interest, and the links established between these three factors in the teaching learning process. Not only differences in abilities when learning are important, but also motivation and interest towards learning is essential in order to get an efficient learning. Motivation and interest is related to many aspects, but one of them has to do with the activities offered in class. These activities must fit our children’s interests and abilities to keep them motivated and to help them to feel secure and achieve success.
The Child Centred approach is one of the key ideas in the Spanish Educational Law L.O.M.C.E. A Child Centred approach will always try to give an answer to individual characteristics and to respect every child’s development and his/her pace. This approach will base the teaching learning process in children’s abilities, needs and interests, taking into account not only the group but also every child within the group.
2.- Child centred approach in the teaching learning English process
Children have characteristics that make them similar to other children: regularity on basic abilities development, same laws ruling their learning process, same habits and social traditions…These common characteristics offer a general frame in which the teacher can plan a program for the whole group (what, how and when to teach and assess).
But children also have individual characteristics that make them different from the rest of children in the group. These differences play a very important role in the learning process since this process occurs in every child in a different way according to the interaction between the child, his/her environment and other adults and children. Therefore children with a similar age, level of development or social background have also individual differences that make them different.
2.1.- Individual differences in the learning process
2.1.a.- Differences in personal development
2.1.b.- Cognitive styles
2.2.c.- Personal conditions
2.2.- Individual differences when learning a second language
All the differences mentioned before also apply to language learning. But there are specific individual differences that influence language learning and second language learning.
2.2.a.- Language acquisition
2.2.b.- Second language acquisition
2.3.- Influence of these differences in the teaching process
Having mentioned most of the differences that take part in every child during the learning process and more specifically during the process of learning a second language, I am going to present some of the logical implications for teachers and their work.
2.3.a.- Teacher’s attitude
2.3.b.- Teaching program
3.- Motivation and attitude towards learning a foreign language
Once the individual differences have been analysed in the teaching learning process I am now going to present some studies about motivation and interest focused on the social context. Both, individual differences and social context play an important role in motivation and interest, and these in a successful learning
3.1.- Importance of motivation and attitude in second language learning.
During the 60’s, in Canada, Lambert followed an interesting experience in a school and his investigation drew important conclusions as results about how motivation and interest take part in the process of learning a second language.
The school was placed in Quebec, an area in Canada where French is spoken as the main language, whereas in the rest of the country, English was the only official language at that time. French speakers were fighting for a linguistic and cultural autonomy. In this school, a group of English speaking parents suggested an exclusive education in French for their children in order to get a better integration in the French-speaking society where they were living and also to demonstrate their integrating attitude in a divided society.
3.2.- Practical considerations to maintain motivation
The next question would be how can schools and teachers keep children’s motivation an interest at a high level to improve their communicative competence and to develop these positive attitudes?
3.2.a.- Individual differences
3.2.b.- Global approach
3.2.c.- Teaching program
3.2.d.- Teacher’s role
3.2.e.- Classroom management
3.2.f.- Teacher-parents communication
4.- Conclusion
In conclusion I can state that although children follow similar patterns and paces of development, they are different, they do not evolve at the very same rhythm, and they are different in interests, previous knowledge and abilities. These differences affect the general learning process. Second language learning is also affected by these general factors and other linguistic factors such as mother tongue development, analysis of the new linguistic code….Because of these differences, the teaching process must be complex, flexible and varied in order to suit every child’s needs and therefore develop a successful learning.
On the other hand, motivation and interest is another important factor for achieving a linguistic competence in a foreign language. Individual differences and the social context play an important role in motivation. One of the main goals as English teachers is to keep children motivated towards English and so help them to achieve a good linguistic competence and to be respectful and open minded towards other cultures and realities. Motivation can be increased if personal differences are taken into account during the teaching process, if teachers are well prepared – personally and professionally-if the teaching program and the classroom management is suitable, and if communicative situations and attitudes are fostered in class and with parents.
A Child Centred approach will have teachers designing a teaching learning process including individual differences and taking into account students motivation and interests. Using a Child Centred approach we will help our students to learn English, developing not only the linguistic competence but also the learning to learn competence and moreover, autonomy and self initiative.
5.- Bibliography
-Organic Law for the Improvement of the Quality of Education (L.O.M.C.E) 8/2013, December 9th
-Royal Decree 126/2014 February 28th that establishes the basic curriculum for the Primary Education
– GARDNER,H. Multiple Intelligences: The Theory in Practice. NY:
Basic Books, 1993.
– SIGUAN,M, Enseñanza en dos lenguas y resultados escolares.
I.C.E. 1985.
- MUÑOZ, C. Segundas lenguas. Adquisición en el aula. Ariel
Lingüística.2000
- LARSEN-FREEMAN,D. Introducción al estudio de la adquisición
de segundas lenguas. Gredos. 1994
- GENESEE,F. Educating Second Language Children. Cambridge
University Press. 1994
- MINISTERIO DE EDUCACIÓN Y CIENCIA, Guía documental: lenguas extranjeras. Primaria. Madrid, 1993.
- MINISTERIO DE EDUCACIÓN Y CIENCIA, Orientaciones didácticas. Primaria. Madrid, 1992.
- MINISTERIO DE EDUCACIÓN Y CIENCIA, Área de lenguas extranjeras. Primaria. Madrid,1992.
- SCOTT,W. & YTREBERG,L. Teaching English to children. Longman.1993.
