Material Design for the Communicative Teaching of English as an Additional Language (EAL) to Secondary Education Students in the United Kingdom
Fecha
2015-11-10
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[ES] Desde las teorías del aprendizaje de idiomas primero fueron publicados en los tiempos de la
método de gramática-traducción hasta que la más reciente comunicativa y el cambio a
enfoques pragmáticos, la enseñanza de idiomas / proceso de aprendizaje ha sido objeto de
investigaciones exhaustivas por parte de los lingüistas más reconocidos y expertos en la enseñanza de idiomas.
El objetivo de este proyecto es centrarse en un tipo específico de necesidad de aprendizaje de idiomas: el de
estudiantes que tienen Inglés como Lengua Adicional (EAL) cuando llegan a un
la escuela secundaria en el Reino Unido (UK). Como cuestión de hecho, este objetivo
implica el análisis de la situación de estos estudiantes y la provisión de que lleguen a cumplir
sus necesidades comunicativas de GCS, una amplia escuela de educación secundaria en
el término municipal de Richmond-upon-Thames, Londres, Reino Unido.
La consecución de estos objetivos será estudiada y analizada a través de la
reflejo de los intereses personales y académicos sobre el tema (sección 2), el contorno de
la meta principal y los objetivos específicos de la misma (artículo 3) y el estudio de la
antecedentes teóricos detrás de la enseñanza de idiomas comunicativa / aprendizaje (sección 4).
Además, una reflexión sobre lo que la metodología a seguir para la cumplen estos objetivos
será presentado (artículo 5) y todos los materiales diseñados en consonancia con la teórica
antecedentes y la metodología apropiada también se presentarán (artículo 6). A
conclusión (apartado 7) una auto-evaluación de la reflexión sobre los resultados y el logro de
las metas y objetivos señalados en la sección 3 se llevarán a cabo. Por último, una visión general de
se presentarán interesantes y útiles futuras líneas de investigación (también en la sección 7).
[EN] Ever since the first language learning theories were published in the times of the grammar-translation method until the most recent communicative and the shift to pragmatic approaches, the language teaching/learning process has been subject to thorough investigations by the best known linguists and language teaching experts. The aim of this Project is to focus on a specific type of language learning need: that of students who have English as an Additional Language (EAL) when they arrive at a secondary school in the United Kingdom (UK). As a matter of fact, this objective involves analyzing the situation of these students and the provision they get to fulfill their communicative needs at GCS, a secondary education comprehensive school in the Borough of Richmond-upon-Thames, London, United Kingdom. The achievement of these goals will be studied and analyzed through the reflection of the personal and academic interests on the topic (section 2), the outline of the main goal and the specific objectives of it (section 3) and the study of the theoretical background behind communicative language teaching/learning (section 4). In addition, a reflection on what methodology to follow in order the meet these goals will be presented (section 5) and all materials designed in line with the theoretical background and the appropriate methodology will also be presented (section 6). To conclude (section 7) a self-evaluating reflection on the findings and the achievement of the goals and objectives outlined in section 3 will take place. Finally, an overview of interesting and useful future research lines will be presented (also in section 7).
[EN] Ever since the first language learning theories were published in the times of the grammar-translation method until the most recent communicative and the shift to pragmatic approaches, the language teaching/learning process has been subject to thorough investigations by the best known linguists and language teaching experts. The aim of this Project is to focus on a specific type of language learning need: that of students who have English as an Additional Language (EAL) when they arrive at a secondary school in the United Kingdom (UK). As a matter of fact, this objective involves analyzing the situation of these students and the provision they get to fulfill their communicative needs at GCS, a secondary education comprehensive school in the Borough of Richmond-upon-Thames, London, United Kingdom. The achievement of these goals will be studied and analyzed through the reflection of the personal and academic interests on the topic (section 2), the outline of the main goal and the specific objectives of it (section 3) and the study of the theoretical background behind communicative language teaching/learning (section 4). In addition, a reflection on what methodology to follow in order the meet these goals will be presented (section 5) and all materials designed in line with the theoretical background and the appropriate methodology will also be presented (section 6). To conclude (section 7) a self-evaluating reflection on the findings and the achievement of the goals and objectives outlined in section 3 will take place. Finally, an overview of interesting and useful future research lines will be presented (also in section 7).